رضا خانی

رضا خانی

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۲۷ مورد.
۱.

An Introspective Analysis of Appropriacy Indices in ELT Curriculum Policy and Practice(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۵, Spring & summer ۲۰۲۵ 397 - 420

کلیدواژه‌ها: Curriculum planning Curriculum practice ELT teachers ELT policies

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۳ تعداد دانلود : ۱۱۹
The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.
۲.

The Neuroimaging Aspects of Second Language Learning in Educational Environment: A Systematic Review of Literature(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۳, No ۱, Spring ۲۰۲۵ 87 - 107

کلیدواژه‌ها: Systematic review English L2 Neuroimage

حوزه‌های تخصصی:
تعداد بازدید : ۲۴ تعداد دانلود : ۴۵
Neuroimaging has a substantial pedagogical advantage when applied to language learners who are experiencing cognitive procedures during educational settings. Among such learners are L2 learners who may encounter new experiences that neuroimaging may be able to clarify. The purpose of this study is to investigate whether neuroimaging tools are capable of revealing more information about the experience of L2 learners. A systematic review of the literature on the use of neuroimaging in the context of L2 learning is presented in the study. According to a comprehensive search of numerous known databases, 19 articles met the criteria for extensive analysis. The results of the analysis indicate that neuroimaging tools can be used to reveal brain function during L2 learning. Furthermore, it may enable us to uncover brain function during the learning of L2 skills and its neural responses to them. Researchers have also mentioned the challenges in the implementation of neuroimaging tools in L2 procedures. In addition to presenting the testimonies found in the literature, it is emphasized that neuroimaging in L2 learning remains relatively unknown.
۳.

Native-Speakerism in Favor of Target Culture: Fairclough’s Practical Reasoning Framework(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۲, No ۱, Spring ۲۰۲۴ 75 - 88

کلیدواژه‌ها: native - speakerism Critical discourse analysis English language teaching practical reasoning Ideology

حوزه‌های تخصصی:
تعداد بازدید : ۲۴ تعداد دانلود : ۱۷
This study employs Critical Discourse Analysis (CDA) to interrogate the discourse of native-speakerism prevalent in English Language Teaching (ELT). It analyzes a research article that advocates for the superiority of Native English-Speaking Teachers (NESTs) over Non-Native English-Speaking Teachers (NNESTs). By applying Fairclough and Fairclough's (2012) practical reasoning framework, the research reconstructs the article's argumentative structure and critically examines its underlying assumptions and values. The analysis reveals that the article's promotion of NESTs is underpinned by a pervasive native-speakerism ideology. This ideology constructs a hierarchical relationship between native and non-native speakers, privileging Western culture and language over others. The article's discourse naturalizes this hierarchy, obscuring its socially constructed nature and its role in perpetuating linguistic inequality. By focusing on the supposed innate superiority of NESTs, the article overlooks the complex interplay of factors influencing effective teaching, including pedagogical expertise, cultural competence, and learner needs. The research concludes by emphasizing the detrimental impact of native-speakerism on ELT. It underscores the need to challenge and dismantle this ideology in favor of a more inclusive and equitable approach to teacher education and professional development. By recognizing the linguistic diversity of the world and valuing the expertise of NNESTs, the field can move towards a more just and effective practice.
۴.

ESP Instructors' Viewpoints towards Learners' Needs: The Case of Kurdistan University of Medical Sciences(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Linguistics Inquiry (ALI), Vol ۲, No ۲, Fall ۲۰۲۴ 1 - 17

کلیدواژه‌ها: Needs analysis English for Specific Purposes Instructors Perspectives Learners Needs Course Evaluation Thematic Analysis (TA)

حوزه‌های تخصصی:
تعداد بازدید : ۱۵ تعداد دانلود : ۱۶
The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies
۵.

Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 194 - 213

کلیدواژه‌ها: TPD ELT teachers Schools

حوزه‌های تخصصی:
تعداد بازدید : ۴۳۹ تعداد دانلود : ۲۸۰
This study intended to assess how ELT teachers evaluate the quality of Pre and In-service TPD Programs in an EFL context. Data for this study came from a survey and follow-up interviews with 300 high school EFL teachers. The findings suggest that the ELT teachers recommend professional development programs that prioritize continuous learning, knowledge and skills updates, subject matter expertise, and technology integration in teaching practices. The study reveals challenges faced by the ELT teachers in participating in TPD programs, such as the need for innovative and updated programs, practical application focus, budget constraints, and high-quality facilitation. The characteristics of a good TPD program from the perspective of ELT teachers were also discussed, emphasizing the importance of addressing immediate needs, incorporating the latest trends and innovations, aligning with international standards, and providing support systems and collaboration opportunities. In addition, the study highlighted the motivation of the ELT teachers for professional development and the need for targeted programs to support their specific needs. Finally, suggestions were made and implications were discussed.
۶.

مروری نظام مند بر تاثیر همه گیری کووید-19 بر آموزش و یادگیری زبان: فرصت ها و چالش ها(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۲, Issue ۱, March ۲۰۲۳ 190 - 206

کلیدواژه‌ها: آموزش زبان کووید-19 یادگیری همه گیری چالش و فرصت

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تعداد بازدید : ۱۵۵ تعداد دانلود : ۱۸۲
همه گیری کرونا بر جنبه های مختلف زندگی انسان اثرگذار بوده و آموزش و تدریس زبان نیز از این قاعده مستثنی نیست. هدف این پژوهش بررسی پیامدهای کوید-19 در شیوه های تدریس و فراگیری زبان، چالش ها و فرصت ها به روش مرور نظام مند است. جهت انجام این کار انتشارات های معتبر انگلیسی زبان به همراه ژورنال های انگلیسی زبان فعال در حوزه آموزش زبان دانشگاه های دولتی ایران با استفاده از کلید واژه های فراگیری، تدریس، زبان و کووید-19 مورد بررسی قرار گرفتند که سرانجام بر اساس معیارهای ارزیابی از میان 44 مقاله، 16 مقاله و نتایج آن ها سازماندهی، خلاصه و گزارش گردید. نتایج حاصل از این بررسی ها نشان داد که آموزش زبان در دوران همه گیری کووید-19 منجر به افزایش آشنایی مدرسان با تکنولوژی آموزش آنلاین گردیده و کمک شایانی به تسهیل فرآیندهای توسعه حرفه ای آن ها کرده است، اگرچه در طی فرآیند آموزش با چالش هایی همچون ابزار آموزشی مناسب، عدم آشنایی با تکنولوژی در ابتدای کووید-19 و مسائل و مشکلات مربوط به فراگیران مواجه بوده اند. نتایج حاصل از این تحقیق می تواند در جهت بهبود فرآیند آموزش موثر و همچنین بهبود شیوه های تدریس زبان موثر واقع گردد.
۷.

L2 and L3 Syntactic Development in the Light of Generative Models: An Educational Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۴, No. ۲, ۲۰۲۲ 81 - 106

کلیدواژه‌ها: Syntactic Development ug-based theories English as a second language English as a third language

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۵ تعداد دانلود : ۳۱۰
This study explored the syntactic acquisition by Persian monolingual and Kurdish-Persian bilingual learners of English as a second and third language and the effect of instruction on beginner learners' syntactic acquisition with reference to UG-based non-primary language learning theories. A group of EFL learners (23 Persian monolingual and 73 Kurdish-Persian bilingual learners) were selected. They were divided into beginner, intermediate and advanced levels based on their performance on the Oxford Placement Test. A grammaticality judgment test, a translation test and a functional test were used to collect data. ANOVA analyses indicated that Kurdish- Persian bilingual learners of L3 English and Persian monolingual learners of L2 English were able to reset the parametric variations related to the intended features at intermediate and advanced stages of L3 acquisition, but they failed to do so at the initial stage. The Direct Access (DA) hypothesis, the Full Transfer/Full Access (FTFA) hypothesis and the Modulated Structure Building Hypothesis (MSBH) were found to best explain the findings. Paired-samples t -test showed that instruction positively influenced the acquisition of the syntactic features by beginner-level learners after the treatment.
۸.

Representation of National Identity in English Vision Textbook Series for Iranian Senior High Schools(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۱ , N. ۲ , ۲۰۲۲ 51 - 72

کلیدواژه‌ها: ELT English textbooks National identity Iranian Context Vision textbooks

حوزه‌های تخصصی:
تعداد بازدید : ۶۴۷ تعداد دانلود : ۳۴۹
Textbooks in ELT perform different functions since their content can serve different purposes. Particularly, the content of textbooks can affect learners’ views to a great deal. Accordingly, designing ELT textbooks can generate much disagreement. Thus, textbook content is considered important and demands critical evaluation. This study explored the representation of national identity in the English Vision textbook series for Iranian senior high schools. For this aim, corpus analysis and content analysis were carried out, respectively, aimed at providing a description of the terms associated with nationalities, and describing aspects of national identity represented in the textbooks. The data in the corpus analysis phase were collected through obtaining frequencies of reference to nations and in the content analysis phase by means of a researcher-made checklist. Results revealed that Iranian identity is the most frequent aspect, for which 13 categories of reference were observed. Similarly, six major themes were found regarding aspects of national identity. This study offers implications for Iranian education policy-makers, textbook designers, and education practitioners.
۹.

English Language Teaching Policy in Iran and Singapore: A Qualitative Meta-Analysis(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۱ , N. ۳ , ۲۰۲۲ 57 - 78

کلیدواژه‌ها: language education policy ELT Iran Singapore meta-analysis

حوزه‌های تخصصی:
تعداد بازدید : ۶۷۳ تعداد دانلود : ۳۶۴
This study intends to conduct a systematic qualitative meta-analysis that focuses on research studies into English Language Teaching (ELT) policy in Iran and Singapore. To identify and compare the main features of the studies and also to provide a contemporary picture of the field in Iran and Singapore, 13 articles published between 2010 and 2021 were included in this review. The analysis revealed that Singapore has employed a top-down language policy and utilized a holistic curriculum which has led to an English knowing society. The policies are well articulated and few mismatches were reported in the policies. In addition, the policies are positively perceived by stakeholders, leading to effective implementation of the policies. However, the findings showed that the Iranian top-down policy negatively framed ELT. Moreover, the policies are not well articulated and there are some inconsistencies between the policies and some mismatches between policy and practice. In addition, the analysis revealed that Iranian stakeholders negatively perceived the policies. They believed that the policies have marginalized the role of teachers and their professional judgment. Finally, research gaps for future research studies in ELT policy were highlighted and recommendations were offered.
۱۰.

Accounting Academic Word List (AAWL): A Corpus-Based Study

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۱, Winter ۲۰۲۱ 35 - 58

کلیدواژه‌ها: Academic Word List Accounting Academic Word List corpus analysis Accounting Students English for Academic Purposes

حوزه‌های تخصصی:
تعداد بازدید : ۵۴۳ تعداد دانلود : ۳۶۰
The aim of this study was threefold: it aimed to develop a field-specific academic word list for accounting, to find the degree of coincidence between the word list and Coxhead's academic word list (AWL), and also to compare the occurrences of the most frequently used words in the list with six available word lists in different disciplines. A large corpus of accounting research articles was compiled and analyzed. We recognized 658 academic word families with the highest frequency in the corpus which we calledAccounting Academic Word List (AAWL ) . These 658-word families accounted for 10.16 % of the whole corpus. Further analysis indicated that out of these high-frequency word families we identified, only 354 coincided with those listed in AWL. Moreover, 50 most frequently used words in the list accounted for 3.98 % of the whole corpus. These words appeared in six available word lists in different disciplines with different degrees of occurrences which is a starting point for the development of a composite word list. Generally, this study confirmed the significance of subject-specificity of corpus-based word lists. The findings of this study suggest that AAWL can be used as a reference for the accounting community.
۱۱.

A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 39 - 59

کلیدواژه‌ها: teacher professional development Systematic review content areas Research Methods data collection procedures research findings

حوزه‌های تخصصی:
تعداد بازدید : ۵۶۴ تعداد دانلود : ۳۹۰
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.
۱۲.

Evaluating the Iranian Senior ELT High School Vision Series in Terms of Bloom’s Revised Taxonomy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۲, ۲۰۲۱ 181 - 196

کلیدواژه‌ها: autonomy BRT Critical thinking Textbook analysis Vision series

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تعداد بازدید : ۵۷۲ تعداد دانلود : ۳۷۷
T The textbook analysis is a vigorous research approach for evaluating the conformity between the content and the purpose of education. Accordingly, the relatively newly-published Iranian ELT textbooks for senior high school, known as the “Vision series” were analyzed for their prominent levels of learning objectives according to Bloom’s Revised Taxonomy. Activity sections of textbooks were codified according to the Taxonomy’s coding scheme, and the inter/intra-rater reliability which were measured and approved. Results revealed that the lower-order categories of cognitive domain are more frequently represented in Vision series of 1 and 2, and chi-square statistics indicate that Vision 3 is significantly different from the other two. The inclusion of higher-order categories in Vision 3 creates hope for increasing students’ proficiency and activating students’ need to develop higher-order thinking skills which are prerequisites to critical thinking and autonomous learning. Findings also maintain that the cognitive domain and metacognitive knowledge domain were the least perceived in the three textbooks which call for inclusion of more reflective activities and supplementing higher-order cognitive activities or complementary tasks in Visions 1 and 2.
۱۳.

بررسی روند استفاده از روش های تحقیق در رشته زبانشناسی کاربردی در مقالات تحقیقاتی چاپ شده بین سال های 1986 تا 2015(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان پژوهی سال دوازدهم پاییز ۱۳۹۹ شماره ۳۶ 87 - 109

کلیدواژه‌ها: زبان شناسی کاربردی روش های تجربی روش های غیرتجربی تحقیق کمی تحقیق کیفی تحقیق ترکیبی

حوزه‌های تخصصی:
تعداد بازدید : ۹۲۱ تعداد دانلود : ۶۸۰
پژوهش حاضر، بر آن است تا روندهای استفاده از روش های پژوهش در مقاله های زبان شناسی کاربردی را در سه دهه اخیر (1986 تا 2015) مورد بررسی قرار دهد. به این منظور، 7525 مقاله مستخرج از 10 مجله رشته زبان شناسی کاربردی گردآوری شدند. این مقاله ها، به وسیله نگارندگان و چهار دانشجوی دکتریِ آموزشِ زبان انگلیسیِ دانشگاه های ایران، مورد تحلیل و بررسی قرار گرفتند. داده های به دست آمده نشان داد که پژوهش های تجربی با فراوانی 6263 (%23. 83)، بیشتر از پژوهش های غیرِ تجربی با فراوانی 1262 (%16.77)، مورد استفاده قرار گرفتند. همچنین، یافته ها نشان داد که مابین سال های 1986 تا 1995، پژوهش های غیرتجربی با 73% .40، سهم قابلِ توجهی را به خود اختصاص داده بودند. هر چند، این روند در دهه های بعدی کاهش چشمگیری داشت. در بین سال های 1996 تا 2005، پژوهش های کمّی بیشترین درصد استفاده را در میان پژوهشگران داشتند (%23 .64). این در حالی است که در دهه اخیر (2006-2015) مطالعات کیفی با %75 .41، روند افزایشی داشتند. به نظر می رسد رشدِ پژوهش های کیفی که از میانه دهه 90 شروع شده بود، در سال های اخیر به بالاترین میزان خود رسیده است. پژوهشگران و آموزش دهندگان حوزه زبان شناسی کاربردی باید نسبت به این تغییر رویه ها آگاه باشند. آن ها باید پیش از بهره گیری از روش های مورد اشاره، به مفاهیم پایه ای روش ها، نقاط ضعف و قوت آن ها به همراه محبوبیتشان در بین صاحب نظران رشته، توجه کنند.
۱۴.

بررسی کنش گفتاری تشکر در گویش کردی ایلامی(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات زبان و گویش های غرب ایران سال هشتم پاییز ۱۳۹۹ شماره ۳۰ 13-29

کلیدواژه‌ها: کنش گفتاری گویش شناسی تشکّرکردن فرهنگ ایرانی - اسلامی گویش کردی ایلامی

حوزه‌های تخصصی:
تعداد بازدید : ۸۴۹ تعداد دانلود : ۶۰۲
پژوهش حاضر کنش گفتاری تشکّر را در گویش کردی ایلامی براساس نظریه کنش های گفتاری آستین (1962) و سرل (1969) بررسی کرده است. ابزار جمع آوری داده ها آزمون تکمیل گفتمان بیست گزینه ای بود که موقعیّت هایی را مجسّم می کرد که افراد به طور معمول ابراز تشکّر می کنند؛ سپس این آزمون را (240) گویشور ایلامی تکمیل کردند. با بررسی داده ها درمجموع بیست راهبرد ابراز تشکّر شناسایی شدند که تشکّر ساده، درک زحمت و قول جبران به ترتیب بیشترین فراوانی را داشتند؛ همچنین، چهارده راهبرد مختصّ فرهنگ ایرانی و اسلامی و متأثّر از باورهای دینی تشخیص داده شدند که نُه راهبرد انواع دعاها بودند (درمجموع 7/30%) که به طور عمده از اعتقادات و باورهای دینی سرچشمه می گیرند. پنج راهبرد دیگر نیز بیشتر جنبه اخلاقی و اجتماعی دارند و به ستایش فرد و لطف او در حقّ گوینده معطوف هستند؛ افزون بر این نتایج نشان داد که تفاوت معنی داری بین مردان و زنان و گروه های سنّی مختلف و افراد با سطح تحصیلات و مشاغل مختلف در این زمینه وجود ندارد.
۱۵.

یادگیری ویژگی های زمان آینده در زبان انگلیسی توسط تک زبانه های فارسی و دو زبانه های فارسی-کردی: یک مطالعه زایشی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۰ پاییز ۱۳۹۹ شماره ۳ 542 - 557

کلیدواژه‌ها: فرضیه ی انتقال کامل دسترسی کامل فرضیه ی کسری بازنمایی دستور زبان جهانی مرحله ی اولیه مرحله ی آخر

حوزه‌های تخصصی:
تعداد بازدید : ۵۱۶ تعداد دانلود : ۵۳۳
مطالعه ی حاضر به بررسی ویژگی های نحوی زمان آینده زبان انگلیسی در بین زبان آموزان تک زبانه ی فارسی و دو زبانه ی فارسی-کردی بر پایه ی نظریه های زایشی زبان دوم و سوم پرداخته است. برای این منظور 36 زبان آموز تک زبانه ی فارسی و 36 زبان آموز دو زبانه ی فارسی-کردی در فرآیند تحقیق شرکت کردند. در ابتدا آزمون تعیین سطح آکسفورد از این افراد به عمل آمد و بر اساس نتایج به دست آمده از آن زبان آموزان به سه گروه متوسط، متوسط به بالا، و پیشرفته گروه بندی شدند. پس از آن این افراد در هر سطح در دو آزمون قضاوت دستوری و ترجمه شرکت کردند تا دانش زبانی آن ها در رابطه با خصوصیات نحوی ساخت زمان آینده مورد ارزیابی قرار گیرد. در نهایت دادهای جمع آوری شده از طریق آزمون های فوق بر پایه ی نظریه های زایشی مورد بررسی قرار گرفت. نتایج نشان داد که شرکت کنندگان در هر دو گروه با مشکل فراگیری ویژگی های نحوی زمان آینده روبرو هستند. زیرا زبان های قبلی آنها فاقد نشانه های زمان آینده در زبان مقصد (زبان انگلیسی) است. اما با نزدیکتر شدن به سطوح پیشرفته آنها به تدریج توانایی بیشتری برای تولید جملات درست زبان مقصد را پیدا می کنند. به عبارتی، از آنجایی که هر دو زبان کردی و فارسی فاقد مشخصه ی معین برای بیان زمان آینده هستند، فراگیران برای یادگیری مهارت استفاده از زمان آینده با مشکل مواجه خواهند بود.
۱۶.

EFL Teachers’ Emotional Intelligence, Emotional Support, and Their Classroom Leadership: A Structural Equation Modeling Approach

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۳ (۲۰۱۹) 1-20

کلیدواژه‌ها: classroom leadership Emotional Intelligence emotional support EFL Teachers

حوزه‌های تخصصی:
تعداد بازدید : ۸۱۹ تعداد دانلود : ۶۳۳
This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables . Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.
۱۷.

The political aspects of positivist ELT research articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۴, Fall & Winter ۲۰۱۹ 155-176

کلیدواژه‌ها: Research Articles critique practical argument Ideology positivist implications normative

حوزه‌های تخصصی:
تعداد بازدید : ۷۵۳ تعداد دانلود : ۵۶۲
Despite appealing notion of research based language teaching, we argue that scientific way of conducting research on English language teaching (ELT) is problematic since it ignores language learners’ subjectivity, instructors’ professionalism, practitioners’ culture and learning particularity. Positivists pedagogical arguments neglect the social nature of meaning making instructional practices and emphasize objectivity and measurability criteria which lead to instrumental rationality. A critical discourse analysis of practical arguments proposed in pedagogical implications section of empiricist research articles revealed that positivists assumptions manifest themselves as the rules and regulations of carrying out scientific research. These yardsticks give power to the neoliberal tendencies to present reasons as premises of arguments to restrict and control the agency of ELT teachers as well as to deprofessionalize them. Since there is a close affinity between this paradigm world views and neoliberal policies, positivists research articles lead to the domination of neoliberalism on TEFL discourse. This indicates the ideological function of the article genre and awareness of that is crucial for the sake of democratic and fair education.
۱۸.

A Comparative Study of Actual and Perceived Academic Competence of Iranian EAP Postgraduate Students

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۱ (۲۰۱۹) 47-68

کلیدواژه‌ها: academic writing actual competence EAP postgraduates Perceived Competence Research Articles

حوزه‌های تخصصی:
تعداد بازدید : ۷۸۱ تعداد دانلود : ۷۵۹
Academic writing is a major concern for many university students. Despite extensive literature on students’ academic writing, little attention has been focused on students’ writing experience and practice in higher education. To fill this gap, the present study compared actual and perceived academic writing competence of postgraduate students who were enrolled in English for Academic Purposes (EAP, hereafter) courses. First, measures of actual and perceived academic writing competence were developed and validated in Phase 1, using a separate sample of EAP postgraduate students ( n = 391) in Ilam province, Iran. Phase 2 examined postgraduate students’ academic writing competence perceptions and the ways through which their perceptions might have differed from their actual academic performance. Then the developed measures of actual and perceived academic writing competence, which exhibited acceptable reliability and good model-data fit, were distributed among a sample of 210 EAP postgraduate students from nine different academic fields. The results of data analysis revealed significant differences in perceptions and actual academic practices of students across different academic fields of study.
۱۹.

An Introspective Analysis of EAP Researchers’ Perceived Academic Writing Competence: The Case of Research Articles(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۰, No. ۱, ۲۰۱۸ 145 - 180
حوزه‌های تخصصی:
تعداد بازدید : ۸۳۲ تعداد دانلود : ۵۳۲
Over the last decades, there has been a plethora of interest in possible challenges encountered by researchers while publishing research articles (RAs) in various disciplines for English for academic purposes (EAP).Given this, this study aimed to examine how a sampled number of EAPIranian researchers perceive the competence of academic RA writing, the major reasons for RA rejection, and difficulties the authors face in writing up publishable RAs. Data for this study came from an examination of rejection emails and follow-up interviews with a number of Iranian EAP researchers who have published in highly prestigious journals. Analysis of the data resulted in 545 codes, 40 subcategories, and six core categories. The main categories included the potential reasons of RA rejection; the authors’ challenges in RA writing; RA linguistic features; RA stylistic features; essential elements of writing RA sections; and the features of RA citation and referencing.Pedagogical implications are discussed.
۲۰.

Development and Validation of Teacher Emotional Support Scale: a structural equation modeling approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۱, Spring & summer ۲۰۱۸ 137 - 160

کلیدواژه‌ها: Emotional support scale EFL Teachers structural equation modeling approach Reliability Validity

حوزه‌های تخصصی:
تعداد بازدید : ۸۱۵ تعداد دانلود : ۵۳۷
Reviewing the literature indicated that no validated model was found that examine the extent to which teachers support their students emotionally in EFL classrooms. Therefore the present study elaborated on this issue through developing and validating a teacher emotional support scale in an Iranian English foreign language context. Main components of the scale have been specified based on Hamre and Pianta's (2007)theoretical framework. A large number of items were created primarily based on operational definitions of each component. After reviewing the items by a group of experts, the questionnaire was piloted and tested on a sample of 324 EFL teachers. Finally, the researchers evaluated the validity of the questionnaire through exploratory and confirmatory factor analysis.The results of the reliability of the questionnaire estimated through Cronbach’s alpha were 0.833. 17 items have been removed from analysis resulting in identifying 4 factors in exploratory factor analysis. The model was evaluated using AMOS 22 also indicated that the model was fit the data.the current study contributes to the field of English language education through designing and validating new instrument to assess teacher emotional support in EFL classrooms. Researchers and other practitioners who are involved in teaching English language can assess the extent to which teachers support students emotionally in similar pedagogical EFL context using this instrument. They also need to encourage teachers to improve their emotional skills by participating in teacher training courses.

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